School Of Natural Sciences

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Subject: search.filters.subject.Education 5.0

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    Driving Education 5.0 through Green Boardrooms: Evaluating the Adoption and Impact of Advanced Technologies in Zimbabwean Higher Education Institutions
    (Great Zimbabwe University, 2025) Marima Ivy Jean
    This study explored the integration of advanced technologies in education and their potential in creating sustainable and eco-friendly practices. Evidence from research revealed a determined shift towards “green governance” among sampled institutions, with main drivers being moving towards convergence of “environmental sustainability”, “Education 5.0” policy, and a necessity for institutional efficiency in the digital world. Extant literature revealed that green boardrooms support progressive solutions to minimize environmental impact while intensifying collaboration, productivity, and decision-making. In our study, the main technologies explored included cloud computing, blockchain, AI & Big Data, and Internet of Things. Unlike prior studies, which mainly focused on the adoption of advanced digital technology in the learning environment, our study explored the level of adoption of advanced digital technologies in Higher Education Institutions to promote green boardrooms. We applied an exploratory approach with a pragmatic paradigm and utilized a mixed-method design. The major challenge identified in our study was the deployment gap that prevailed, where there was high paper reduction, but more power intensive hardware remained. Qualitative insights identified the high cost of technology and infrastructure, a human capital skills gap, and poor connectivity to neutralize the efficiency gains of digital tools. Ultimately, the study confirmed that green governance in Zimbabwean Higher Education Institutions is currently more paperless than sustainable.
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    Towards a comprehensive framework for enablers and inhibitors of bad news reporting on software projects in state universities in Zimbabwe
    (Great Zimbabwe University, 2025) Maseko Melody; Tsokota Theo
    Software project status reporting is critical in software project management, yet team members often find it easier to report positive news than negative progress. This research investigates the ‘mum effect’, which refers to the reluctance to report bad news on software projects by project team members. Silence on project bad news has remained a major contributor to project failure in higher learning institutions. This study, therefore, aimed to come up with a framework for the inhibitors and enablers of bad news reporting by project team members on specific academic and administrative software projects within state universities in Zimbabwe. Naturally, it is easier to report positive news than negative progress encountered during the software project life cycle. Following a qualitative, multiple-holistic case study approach, this research employed focus group discussions and key informant interviews with project managers, team members, and system users from three state universities in Zimbabwe. The findings indicate that the main enablers of bad news reporting include open communication, a positive organisational culture, and feedback and motivation to achieve. On the other hand, the results suggest that the main inhibitors of bad news reporting include a lack of communication, fear of punishment, an unfair distribution of work, and a lack of skills. The findings of this study can help institutions understand the dynamics at play in status reporting for software projects. Results from this study contribute to the body of knowledge theoretically and, practically, to status reporting on software project development in institutions of higher learning. This reduces the chances of software project failure and escalation.
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    Introduction: Computational Intelligence and Mathematical Modelling for Industry and Commerce
    (Great Zimbabwe University, 2025) Nyawo Zvidenga Vongai
    g/0000-0003-2603-2273 Abstract - Between July 29 and July 31, 2025, GreatZimbabwe University’s School of Natural Sciences hosted its second International Conference on Computational Intelligence and Mathematics Modelling for Industry and Commerce, themed ‘Unlocking the Potential of the Fourth Industrial Revolution in Knowledge Work.’ The conference venue was the Victoria Falls Safari Lodge in Victoria Falls, Zimbabwe. The Minister of Higher and Tertiary Education, Honourable Dr Fredrick Shava, was the guest of Honour. The theme of the conference reflected the imperative to recalibrate the intellectual framework to respond to technological disruptions in the educational space. Great Zimbabwe University, as a Zimbabwean institution, is alert to the urgency of contextualizing the disruption within the national development agenda. The government of Zimbabwe, through flagship policies such as Heritage Based Education 5.0 and National Development Strategy 1, repositioned universities as engines of industrial transformation and national development. What this means is that institutions of higher learning go beyond teaching and learning, embrace innovation and industrialization. It is in this breath that the 2025 conference was relevant and apt. The fields of Computational Intelligence and Mathematical Modelling are emergent foundational academic disciplines to the implementation of Education 5.0.